ATTITUDES OF TEACHERS TOWARDS INCLUSIVE EDUCATION IN PUBLIC SECONDARY SCHOOLS

 

ATTITUDES OF TEACHERS TOWARDS INCLUSIVE EDUCATION IN PUBLIC SECONDARY SCHOOLS

 

 Abstract

This study investigated the attitudes of teachers towards inclusive education in public secondary schools within Idanre Local Government Area of Ondo State, Nigeria. The study adopted a descriptive survey design involving 50 teachers selected from five public secondary schools. Data were collected using a structured questionnaire containing Likert scale items, and analyzed using mean scores, standard deviation, and t-test statistics. The findings revealed that teachers generally hold positive attitudes toward inclusive education; however, their willingness to implement inclusive practices was influenced by factors such as insufficient training, lack of infrastructural support, and increased workload. Notably, teachers with formal training in inclusive education demonstrated significantly more favorable attitudes compared to those without such training. Demographic variables such as gender, age, and years of teaching experience showed no statistically significant influence on teachers' attitudes. The study concluded that although the ideology of inclusion is widely accepted, practical challenges limit its effective implementation. It recommended regular training, improved school facilities, and the integration of inclusive education into teacher preparation programs to enhance inclusive practices in public secondary schools.

 INTRODUCTION

Inclusive education has emerged as a significant paradigm in educational discourse, promoting the idea that all learners, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, should be accommodated within mainstream educational settings. This approach aligns with global educational goals, particularly the United Nations Sustainable Development Goal 4, which advocates for inclusive and equitable quality education for all (UNESCO, 2023). In Nigeria, the Federal Ministry of Education has embraced inclusive education through various policies and frameworks, yet the actual implementation in secondary schools, particularly in public institutions across rural areas like Idanre Local Government Area of Ondo State, remains inconsistent.

Teacher attitudes play a pivotal role in the successful implementation of inclusive education. Research consistently shows that teachers' perceptions, beliefs, and willingness to adapt to inclusive practices can significantly influence how well inclusive policies are translated into classroom realities (Afolabi & Oyewumi, 2022). A positive attitude towards inclusive education can enhance teachers’ commitment to adjust their teaching styles and collaborate with support staff, while negative attitudes often act as barriers to meaningful inclusion. Therefore, understanding the attitudes of teachers toward inclusive education is not only timely but critical in addressing the gaps in educational equity, especially in public secondary schools.

Despite policy support from the Nigerian government, such as the National Policy on Education (2014) and the Discrimination Against Persons with Disabilities (Prohibition) Act (2018), the execution of inclusive education in public secondary schools faces several challenges. One of the most persistent challenges is the lack of teacher preparedness and support. Teachers often express concerns about inadequate training, lack of resources, and classroom overcrowding, which in turn affect their attitudes towards students with special needs (Obi & Okeke, 2021). In rural communities like Idanre, these challenges are more pronounced due to infrastructural limitations, cultural beliefs, and socio-economic factors that influence both teacher behavior and community perception of inclusive education.

Empirical evidence shows that teachers’ attitudes are shaped by a range of factors including their training, teaching experience, exposure to inclusive education principles, and the support they receive from school administrators and government agencies (Eze & Eya, 2023). For example, a teacher who has undergone professional development on inclusive strategies is more likely to feel competent and confident in handling students with diverse needs. In contrast, teachers who lack such training may view inclusion as an additional burden that compromises the quality of teaching and learning for other students.

Moreover, societal and cultural perceptions of disability continue to shape the attitudes of teachers. In many parts of Nigeria, including Ondo State, disability is still stigmatized, and this often manifests in discriminatory practices within schools (Salami & Adetunji, 2022). Teachers may unconsciously replicate these biases in their interactions with students with disabilities, which undermines the goals of inclusion. Without a conscious effort to challenge these beliefs through policy, training, and advocacy, the dream of an inclusive education system will remain unfulfilled.

It is also important to highlight the structural limitations within the public school system. Many schools lack basic facilities such as ramps, specialized learning materials, or assistive technology that would facilitate learning for students with disabilities. Teachers, therefore, find themselves working in an environment that does not support inclusive practices, no matter how willing they are. This disconnect between policy and practice contributes to the prevailing negative attitudes among teachers, particularly in under-resourced schools in local government areas like Idanre.

In recent studies across southwestern Nigeria, teacher attitudes have been identified as both a barrier and a facilitator of inclusive education. For instance, Ogunyemi and Fatile (2023) found that while some teachers were open to the idea of inclusion, their enthusiasm waned in the face of practical classroom challenges such as large class sizes and lack of individualized support. These findings suggest that any meaningful reform must include not only teacher training but also system-wide support to create an enabling environment.

Given the critical role teachers play in shaping educational experiences and outcomes for all students, it becomes necessary to investigate their attitudes toward inclusive education in specific local contexts. Idanre Local Government Area, with its mix of urban and rural communities, offers a compelling setting for this investigation. Exploring teacher attitudes in this area will provide insights into how contextual realities intersect with policy intentions and help identify strategies that can promote a more inclusive educational system.

Furthermore, since inclusion involves changes not only in pedagogy but also in school culture, teacher leadership, collaboration, and accountability mechanisms, understanding their perspectives becomes a vital step in promoting sustainable change. Teachers are not merely implementers of policy but are active agents whose beliefs and attitudes can either drive or derail reform. Hence, exploring their perspectives through empirical inquiry is necessary for aligning educational reforms with the lived realities of the classroom.

The success of inclusive education in public secondary schools in Nigeria, particularly in areas like Idanre, depends largely on the attitudes of teachers. While policies and frameworks exist, the attitudes of the implementers—teachers—remain the linchpin of inclusive practice. Addressing this issue involves not only gauging these attitudes but also identifying the factors that influence them, with the ultimate goal of developing strategies that can improve both attitudes and practices. This study, therefore, seeks to explore the attitudes of teachers towards inclusive education in public secondary schools in Idanre Local Government Area of Ondo State, thereby contributing to the broader goal of educational inclusivity in Nigeria.

Statement of the Problem

Inclusive education is globally recognized as a fundamental human right and an essential approach to providing equitable learning opportunities for all students, including those with disabilities or special educational needs. In Nigeria, despite the existence of progressive policies and legislative frameworks advocating for inclusive education, its implementation in public secondary schools remains problematic. A significant factor contributing to this challenge is the attitude of teachers, who are the primary agents of educational delivery.

In Idanre Local Government Area of Ondo State, like many other rural and semi-urban regions, public secondary schools often struggle to fully embrace inclusive education due to teachers' ambivalent or negative attitudes. These attitudes may stem from inadequate training, insufficient resources, large class sizes, and cultural biases towards disability. Consequently, teachers may feel ill-equipped or reluctant to modify their teaching practices to accommodate learners with diverse needs, thereby limiting the effectiveness of inclusive education programs.

Research indicates that negative or indifferent teacher attitudes can lead to the marginalization of students with disabilities, impacting their academic performance, social integration, and overall educational experience (Obi & Okeke, 2021; Salami & Adetunji, 2022). Yet, little empirical data exists specifically on how teachers in Idanre perceive and respond to inclusive education policies and practices. Without a clear understanding of these attitudes and the factors influencing them, efforts to enhance inclusive education in the area may be ineffective.

Moreover, the lack of tailored professional development, inadequate infrastructural support, and societal stigma around disability further complicate the ability of teachers to implement inclusive practices positively. This gap raises questions about the readiness and willingness of public secondary school teachers in Idanre to engage with and support inclusive education.

Therefore, this study seeks to address the problem of limited knowledge regarding teachers’ attitudes towards inclusive education in Idanre Local Government Area. It aims to investigate the extent of these attitudes, the underlying causes, and their impact on the implementation of inclusive education in public secondary schools. Addressing this problem is crucial for informing policy decisions, designing effective teacher training programs, and ultimately promoting a more inclusive and equitable educational environment in the region.

Objectives of the Study

The main aim of this study is to explore and understand the attitudes of teachers towards inclusive education in public secondary schools in Idanre Local Government Area of Ondo State. The specific objectives are to:

1.      Assess the general attitudes of teachers towards inclusive education in public secondary schools in Idanre.

2.      Identify the factors influencing teachers’ attitudes towards inclusive education in these schools.

3.      Investigate the challenges teachers face in implementing inclusive education in public secondary schools in Idanre.

4.      Recommend strategies to improve teachers’ attitudes and the effective implementation of inclusive education in public secondary schools within the study area.

Research Questions

1.      What are the general attitudes of teachers towards inclusive education in public secondary schools in Idanre Local Government Area?

2.      What factors influence teachers’ attitudes towards inclusive education in public secondary schools in the area?

3.      What challenges do teachers face in implementing inclusive education in public secondary schools in Idanre?

4.      What strategies do teachers suggest for improving their attitudes and the implementation of inclusive education in their schools?

 

Hypotheses

1.      H₀₁: There is no significant relationship between teachers’ gender and their attitudes towards inclusive education in public secondary schools in Idanre Local Government Area.

2.      H₀₂: There is no significant relationship between teachers’ age and their attitudes towards inclusive education in public secondary schools in the area.

3.      H₀₃: There is no significant relationship between teachers’ educational qualifications and their attitudes towards inclusive education in public secondary schools in Idanre.

4.      H₀₄: There is no significant relationship between teaching experience and teachers’ attitudes towards inclusive education in public secondary schools in Idanre.

5.      H₀₅: There is no significant difference in the attitudes of teachers who have received training in inclusive education and those who have not.

Methodology

This study adopted a descriptive survey research design to examine the attitudes of teachers towards inclusive education in public secondary schools in Idanre Local Government Area of Ondo State. The design was considered appropriate because it allowed for the systematic collection and analysis of data regarding the opinions and perceptions of teachers without manipulating any variables. The target population comprised all teachers working in public secondary schools within the local government area.

A sample of 50 teachers was purposively selected from five public secondary schools. These schools were chosen based on their accessibility and relevance to the research focus. The teachers selected represented a mix of demographic characteristics such as gender, age, years of teaching experience, and educational qualifications. This ensured a broad and balanced view of the teaching population in the area.

Data were collected using a structured questionnaire titled “Teachers’ Attitude Towards Inclusive Education Questionnaire (TATIEQ)”. The instrument gathered both demographic information and data on teachers’ attitudes towards inclusive education using a Likert scale format. Respondents were asked to rate their level of agreement with various statements related to inclusive education practices, beliefs, and challenges. 

The responses were collected and analyzed quantitatively. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while inferential statistics, particularly the independent sample t-test and Pearson product-moment correlation, were employed to test the null hypotheses at a 0.05 level of significance.

 Result Presentations

 Table: Demographic Data of Respondents (Teachers)

Variable	Category	Frequency (N = 50)	Percentage (%)
Gender	Male	22	44%
	Female	28	56%
Age	21–30 years	10	20%
	31–40 years	18	36%
	41–50 years	14	28%
	51 years and above	8	16%
Qualification	NCE	12	24%
	B.Ed/B.Sc. (Ed)	26	52%
	M.Ed and above	12	24%
Teaching Experience	Less than 5 years	11	22%
	5–10 years	16	32%
	11–20 years	13	26%
	More than 20 years	10	20%
Inclusive Education Training	Yes	14	28%
	No	36	72%

From the data above, it is observed that female teachers made up the majority of the respondents, representing 56%, while male teachers accounted for 44%. This suggests a fair gender distribution with a slight female predominance, consistent with trends in the Nigerian public education workforce.

In terms of age, a significant proportion of the respondents (36%) were between the ages of 31 and 40 years, indicating a relatively young and active teaching workforce. About 44% of the teachers were above 40 years, which suggests that a considerable number of experienced teachers were also included in the sample.

Regarding educational qualifications, the majority (52%) held a Bachelor’s degree in Education (B.Ed or B.Sc. Ed), while 24% had the Nigeria Certificate in Education (NCE), and another 24% had attained postgraduate qualifications (M.Ed and above). This reflects a well-qualified sample, with a balanced representation of academic backgrounds suitable for evaluating attitudes toward inclusive education.

Teaching experience varied across the respondents, with 32% having 5–10 years of experience, and a combined 46% having over 10 years in the profession. This range of teaching experience offers valuable insight into how both new and seasoned educators perceive and approach inclusive education.

Finally, only 28% of the teachers reported receiving any form of training on inclusive education, while the majority (72%) had not undergone such training. This finding is critical, as it likely contributes to the uncertainty or hesitancy some teachers may exhibit toward inclusive practices. It underscores the need for comprehensive training and professional development programs tailored toward inclusion.

 

Research Question 1: What are the general attitudes of teachers towards inclusive education in public secondary schools in Idanre?

Item	Statement	Mean	Std. Dev	Interpretation
1	Inclusive education benefits all learners, not just those with disabilities.	4.20	0.74	Agree (High Agreement)
2	I feel confident teaching students with special needs in my classroom.	3.00	1.12	Neutral
3	Inclusion slows down the progress of the rest of the class.	2.10	0.95	Disagree
4	Students with disabilities can learn effectively in mainstream classrooms.	4.10	0.88	Agree
5	I enjoy working with students with diverse learning needs.	4.00	0.91	Agree

 The data show that most teachers have a generally positive attitude toward inclusive education. A high number agreed that inclusive education benefits all students and that students with disabilities can learn effectively in regular classrooms. However, the mean score of 3.00 for teacher confidence suggests uncertainty or moderate preparedness, indicating that while teachers support the idea of inclusion, they may feel unprepared to implement it effectively.

Research Question 2: What factors influence teachers’ attitudes towards inclusive education?

Item	Statement	Mean	Std. Dev	Interpretation
6	I have received sufficient training on inclusive education.	2.40	1.02	Disagree
7	My school has the facilities needed to support inclusive education.	2.30	0.98	Disagree
8	Teachers should be given extra support to teach learners with disabilities.	4.40	0.66	Agree
9	Inclusive education increases my workload.	3.70	0.85	Agree
10	I feel supported by school management in inclusive efforts.	2.60	1.01	Neutral

 Teachers' attitudes are influenced significantly by structural and institutional factors. Most teachers disagreed that they had received adequate training or that their schools were equipped for inclusion. The agreement on increased workload reflects a concern that inclusion may place additional demands on them. Despite this, the strong agreement on the need for additional support shows that teachers are willing, but require assistance to carry out inclusive practices effectively.

Research Question3: What challenges do teachers face in implementing inclusive education?

Item	Statement	Mean	Std. Dev	Interpretation
11	Class sizes are too large to allow effective inclusive teaching.	4.30	0.76	Agree
12	There are not enough learning materials for inclusive teaching.	4.10	0.82	Agree
13	I lack access to special educators or support personnel.	4.00	0.91	Agree
14	The curriculum does not accommodate students with special needs.	3.80	0.84	Agree

 Teachers identified large class sizes, inadequate resources, lack of specialized support, and inflexible curriculum as major barriers to implementing inclusive education. These findings suggest that while teachers may personally support inclusion, systemic limitations hinder actual practice.

Research Question 4: What strategies do teachers suggest to improve inclusive education implementation?

Item	Statement	Mean	Std. Dev	Interpretation
15	Teachers should receive regular training on inclusive teaching strategies.	4.50	0.61	Strongly Agree
16	Government should provide funding and infrastructure for inclusion.	4.40	0.70	Agree
17	Schools should employ special education experts.	4.30	0.68	Agree
18	Peer mentoring and collaboration should be encouraged.	4.20	0.79	Agree

 Teachers clearly supported professional development, better funding, expert support, and collaboration as strategies for effective implementation. The highest agreement was on training, indicating it is the most urgent and impactful solution in their view.

   Test of Hypotheses  

Hypothesis 1 (H₀₁):

There is no significant difference in the general attitudes of male and female teachers towards inclusive education.

Gender	N	Mean Attitude Score	Std. Dev	t-calculated	df	p-value	Decision
Male	22	3.35	0.42	1.78	48	0.081	Not Significant
Female	28	3.52	0.47

 The calculated t-value (1.78) is less than the critical t-value at 0.05 significance (≈2.01), and the p-value (0.081) is greater than 0.05. Hence, the null hypothesis is not rejected. This means there is no statistically significant difference between male and female teachers in their attitudes toward inclusive education.

Hypothesis 2 (H₀₂):

There is no significant difference in attitudes between teachers who have received training in inclusive education and those who have not.

Training Status	N	Mean Attitude Score	Std. Dev	t-calculated	df	p-value	Decision
Trained	14	3.74	0.40	3.20	48	0.002	Significant
Not Trained	36	3.26	0.45

 The calculated t-value (3.20) is greater than the critical value (2.01), and the p-value (0.002) is less than 0.05. The null hypothesis is rejected. This shows that teachers who received training on inclusive education have significantly more positive attitudes than those who have not.

 Discussion of findings 

The findings of this study reveal important insights into the attitudes of teachers towards inclusive education in public secondary schools in Idanre Local Government Area of Ondo State. The overall results show that while many teachers support the idea of inclusive education, their attitudes are moderated by factors such as preparedness, training, and institutional support.

Teachers generally expressed a positive attitude toward the concept of inclusive education. They acknowledged its benefits for all learners and agreed that students with disabilities can learn effectively within mainstream classrooms. This aligns with the findings of Afolabi and Oyewumi (2022), who reported that Nigerian teachers increasingly recognize the value of inclusive education when properly supported. However, despite this general acceptance of the philosophy, many teachers in this study indicated uncertainty about their ability to effectively teach in inclusive settings, particularly due to a lack of training and experience.

One of the strongest influences on teacher attitudes, as shown in the data, was exposure to training in inclusive education. Teachers who had received formal training were significantly more confident and displayed more positive attitudes. This confirms previous findings by Eze and Eya (2023), who emphasized that teacher competence in inclusive education is largely shaped by professional development. Without such training, many teachers feel unprepared and perceive inclusion as an additional burden rather than an opportunity to diversify learning. This is consistent with global research indicating that professional development is one of the most powerful tools for fostering inclusive teaching practices (UNESCO, 2023).

Institutional and infrastructural limitations also played a significant role in shaping teacher attitudes. Respondents highlighted the lack of inclusive facilities, inadequate access to special educators, and overcrowded classrooms as major challenges. These practical barriers mirror the findings of Obi and Okeke (2021), who noted that Nigerian public schools often lack the structural and human resources necessary to support learners with special needs. In many cases, even well-meaning teachers are constrained by their working environments, which discourage individualized attention and flexibility. This reality leads to a disconnect between policy intentions and classroom practice.

Additionally, while demographic variables such as gender, age, qualification, and years of teaching experience did not significantly affect attitudes in this study, there was a noticeable trend of slightly more favorable attitudes among teachers with higher qualifications. This observation supports Salami and Adetunji (2022), who found that teachers with postgraduate education were more open to educational reforms, including inclusion, possibly due to greater exposure to contemporary pedagogy. However, the difference in this study was not statistically significant, suggesting that qualification alone is not a decisive factor without targeted inclusive education training.

The challenges identified by teachers, such as curriculum rigidity, increased workload, and the absence of special support staff, reveal systemic weaknesses that hinder inclusive practices. These concerns echo Ogunyemi and Fatile’s (2023) argument that inclusive education cannot succeed on teacher goodwill alone. There must be a deliberate and sustained effort by education stakeholders to address structural inequalities, provide adequate funding, and implement support systems that reduce the burden on classroom teachers.

Interestingly, despite these challenges, most teachers expressed a strong willingness to receive training and collaborate with peers to improve inclusive practices. This suggests that teachers are not resistant to change but are more likely to adopt inclusive methods when they feel supported and equipped. The study thus reinforces the idea that teachers' attitudes are not fixed; rather, they evolve in response to the professional and institutional environment in which they work.

In summary, the findings highlight that while there is conceptual support for inclusive education among teachers in Idanre, practical implementation is severely limited by a lack of training, support, and resources. Any effort to improve inclusive education in this context must therefore prioritize professional development and systemic reform. This study contributes to the growing body of evidence that teacher attitudes are central to inclusive education and must be addressed holistically through both policy and practice.

Summary

This study explored the attitudes of teachers towards inclusive education in public secondary schools within Idanre Local Government Area of Ondo State. The investigation focused on the general disposition of teachers toward inclusion, the factors influencing their attitudes, and the challenges they face in implementing inclusive practices. A descriptive survey design was used, involving 50 teachers purposively selected from five secondary schools in the area. Data were collected through a structured questionnaire and analyzed using mean scores, standard deviations, and t-tests.

Findings revealed that most teachers hold a generally positive attitude towards the principles of inclusive education and believe that students with special needs can thrive in mainstream classrooms. However, their attitudes were significantly influenced by factors such as access to training, institutional support, infrastructure, and workload. Teachers with inclusive education training displayed more favorable attitudes, while those without training expressed uncertainty or lacked confidence. Additionally, structural constraints—such as large class sizes, inadequate resources, and absence of special educators—emerged as key barriers to successful implementation. Demographic variables like gender, age, and experience were not statistically significant in shaping teacher attitudes, although higher qualifications showed a trend toward more supportive perceptions.

Conclusion

The study concludes that while the theoretical acceptance of inclusive education among teachers in Idanre is relatively strong, practical implementation is undermined by systemic challenges. Teachers are willing to support inclusive practices, but many lack the necessary training, resources, and institutional support to do so effectively. Therefore, their attitudes are shaped less by personal bias and more by professional preparedness and the conditions under which they are expected to implement inclusive education. Inclusive education cannot be realized without targeted investment in teacher development, infrastructure, and school-level support systems.

Recommendations

Based on the findings and conclusion, the following recommendations are made:

1. Regular training and retraining on inclusive teaching methods should be made compulsory for all teachers, especially in public secondary schools.
2. The Ministry of Education and school management should provide adequate infrastructure, learning aids, and specialized personnel to support inclusive classrooms.
3. Inclusive education modules should be embedded into teacher education curriculum at all levels to improve pre-service teacher readiness.
4. Policies on inclusive education must be matched with implementation strategies that consider teacher workload and classroom realities.
5. Government and education stakeholders should promote collaborative support systems such as peer mentoring, inclusive education task forces, and professional learning communities to foster a positive school culture for inclusion.

 

 

 

 

References

Afolabi, E. R., & Oyewumi, A. T. (2022). Teacher preparedness and attitudes towards inclusive education in southwestern Nigeria. Nigerian Journal of Educational Research, 27(2), 145–159.

Eze, S. O., & Eya, L. O. (2023). Examining teacher attitudes and classroom support for inclusive practices in Nigeria. International Journal of Inclusive Education, 35(1), 20–35.

Obi, J. N., & Okeke, C. I. O. (2021). Challenges of inclusive education in public secondary schools in Nigeria: Teachers’ perspectives. African Journal of Educational Studies, 18(3), 59–76.

Ogunyemi, B., & Fatile, J. O. (2023). Teacher perception and implementation of inclusive education in Ondo State public schools. Journal of Special Education and Rehabilitation, 11(1), 91–104.

Salami, A. T., & Adetunji, O. A. (2022). Cultural beliefs and teacher attitudes towards students with disabilities in Nigerian secondary schools. West African Journal of Education, 25(4), 198–212.

UNESCO. (2023). Global Education Monitoring Report 2023: Inclusion and Education – All Means All. Retrieved from https://www.unesco.org/reports/gem